This paper argues the professional development school (PDS) model is uniquely positioned to meet challenges faced by schools and universities as a result of COVID-19. A narrative case study design was employed to examine the innerworkings of a PDS consortium and depict a multidimensional portrait during a global pandemic and the impact on its stakeholders. Participants included teacher candidates, classroom teachers, school/district leaders, and teacher education faculty. Data for the study included two online surveys and email exchanges. The findings indicate the challenges faced were due to the shift to remote instruction--communication became more difficult and important with online teaching and learning, social-emotional needs increased for P-12 learners and teacher candidates with the isolation imposed by remote instruction, and field placements were compromised as buildings closed. The PDS 9 Essentials are utilized as a framework for decision making and priority-setting.